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Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 4 березня 2023

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1

Safwat Abdelhameed, Rehab, Nesreen Fathi Mahmoud, Shimaa Ahmed Saleh, Ahmed Ali Abdelmonem, and Mohamed Sherif Ahmed. "Behavioral feeding assessment in autistic children." Egyptian Journal of Medical Research 2, no. 1 (January 1, 2021): 116–26. http://dx.doi.org/10.21608/ejmr.2021.146065.

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2

Finney, Jack W., and Mark D. Weist. "Behavioral Assessment of Children and Adolescents." Pediatric Clinics of North America 39, no. 3 (June 1992): 369–78. http://dx.doi.org/10.1016/s0031-3955(16)38333-x.

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3

Engel, Joyce M. "Behavioral Assessment of Chronic Headaches in Children." Issues in Comprehensive Pediatric Nursing 14, no. 4 (January 1991): 267–76. http://dx.doi.org/10.3109/01460869109009044.

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4

Lodge Rogers, Elisabeth. "Functional Behavioral Assessment and Children with Autism." Focus on Autism and Other Developmental Disabilities 16, no. 4 (November 2001): 228–31. http://dx.doi.org/10.1177/108835760101600405.

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5

Espinosa-Fernández, Lourdes, Luis Joaquin García-López, José Antonio Muela Martínez, and Alfonso Ordóñez-Ortega. "Understanding children with Behavioral Inhibition." Psychologica 63, no. 2 (December 28, 2020): 13–30. http://dx.doi.org/10.14195/1647-8606_63-2_1.

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Behavioral inhibition (BI) is a temperament trait characterized by extreme fear in the face of novelty. BI has been associated with the development of mental disorders. However, there is a lack of research examining the socioemotional and behavioral characteristics of behaviorally inhibited children both in family and school settings. For a more comprehensive and in-depth overview of children’s behavior in each of these contexts, this study has collected data from both parents (mother and father – family setting) and from teachers (educational environment). The sample consisted of 109 children aged between four and six years old. Multi-informant approach was used: all fathers, mothers and teachers completed both the Preschool Behavioral Inhibition Scales, the Child Behavior Checklist for parents and teachers, and the Behavior Assessment System for Children and Adolescents. Our findings revealed that children classified as BI exhibit less socioemotional and behavioral adjustments than their uninhibited peers both in family and school contexts. Further, the shyness variable seemed to be strongly associated with behavioral inhibition, regardless of informant and context.
6

Lambert, Michael Canute, George T. Rowan, Soyoun Kim, Scott A. Rowan, Jeong Shin An, Elizabeth A. Kirsch, and Olivia Williams. "Assessment of Behavioral and Emotional Strengths in Black Children: Development of the Behavioral Assessment for Children of African Heritage." Journal of Black Psychology 31, no. 4 (November 2005): 321–51. http://dx.doi.org/10.1177/0095798405278409.

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7

Lambert, M., G. Rowan, S. Kim, R. Scott, J. An, K. Elizabeth, and O. Williams. "The Behavioral Assessment for Children of African Heritage." Journal of Developmental & Behavioral Pediatrics 26, no. 6 (December 2005): 468–69. http://dx.doi.org/10.1097/00004703-200512000-00037.

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8

Siu, Angela F. Y., and Ya Zhou. "Behavioral Assessment of the Dysexecutive Syndrome for Children." Journal of Child Neurology 29, no. 5 (January 21, 2014): 608–16. http://dx.doi.org/10.1177/0883073813516191.

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9

Canever, N. "The custody of children: a behavioral assessment model." Behaviour Research and Therapy 24, no. 4 (1986): 496. http://dx.doi.org/10.1016/0005-7967(86)90027-6.

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10

Overall, John E., and Magda Campbell. "Behavioral assessment of psychopathology in children: Infantile autism." Journal of Clinical Psychology 44, no. 5 (September 1988): 708–16. http://dx.doi.org/10.1002/1097-4679(198809)44:5<708::aid-jclp2270440507>3.0.co;2-t.

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11

Njoroge, Wanjiku F. M., and Kristin P. Bernhart. "Assessment of Behavioral Disorders in Preschool-Aged Children." Current Psychiatry Reports 13, no. 2 (January 28, 2011): 84–92. http://dx.doi.org/10.1007/s11920-011-0181-7.

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12

Landolf-Fritsche, Bernadette, and Michael C. Roberts. "Advances in behavioral assessment of children and families." Clinical Psychology Review 10, no. 4 (January 1990): 492–93. http://dx.doi.org/10.1016/0272-7358(90)90051-b.

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13

Conner, Carlin, Alyssa R. Henry, Emily J. Solari, and Matthew C. Zajic. "Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder." Autism & Developmental Language Impairments 7 (January 2022): 239694152211332. http://dx.doi.org/10.1177/23969415221133268.

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Анотація:
Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD.
14

Faísca, Luís, Laura I. Ferreira, Catarina C. Fernandes, Jeffrey R. Gagne, and Ana T. Martins. "Behavioral Inhibition in Childhood: European Portuguese Adaptation of an Observational Measure (Lab-TAB)." Children 8, no. 2 (February 21, 2021): 162. http://dx.doi.org/10.3390/children8020162.

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Анотація:
The assessment of behaviorally inhibited children is typically based on parent or teacher reports, but this approach has received criticisms, mainly for being prone to bias. Several researchers proposed the additional use of observational methods because they provide a direct and more objective description of the child's functioning in different contexts. The lack of a laboratory assessment of temperament for Portuguese children justifies the adaptation of some episodes of the Laboratory Temperament Assessment Battery (Lab-TAB) as an observational measure for behavioral inhibition. Method: In our study, we included 124 children aged between 3 and 9 years and their parents. The evaluation of child behavioral inhibition was made by parent report (Behavioral Inhibition Questionnaire) and through Lab-TAB episodes. Parental variables with potential influence on parents’ reports were also collected using the Social Interaction and Performance Anxiety and Avoidance Scale (SIPAAS) and the Parental Overprotection Measure (POM). Results and Discussion: The psychometric analyses provided evidence that Lab-TAB is a reliable instrument and can be incorporated in a multi-method approach to assess behavioral inhibition in studies involving Portuguese-speaking children. Moderate convergence between observational and parent report measures of behavioral inhibition was obtained. Mothers’ characteristics, as well as child age, seem to significantly affect differences between measures, being potential sources of bias in the assessment of child temperament.
15

Bigler, Diana, Kristen Burke, Nicholas Laureano, Kristan Alfonso, Julie Jacobs, and Matthew L. Bush. "Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review." Otolaryngology–Head and Neck Surgery 160, no. 1 (September 11, 2018): 36–48. http://dx.doi.org/10.1177/0194599818797598.

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Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.
16

Hustyi, Kristin M., Matthew P. Normand, and Tracy A. Larson. "BEHAVIORAL ASSESSMENT OF PHYSICAL ACTIVITY IN OBESE PRESCHOOL CHILDREN." Journal of Applied Behavior Analysis 44, no. 3 (September 2011): 635–39. http://dx.doi.org/10.1901/jaba.2011.44-635.

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17

Fiorillo, Caitlin E., Vania Rashidi, Philip M. Westgate, Julie A. Jacobs, Matthew L. Bush, and Christina R. Studts. "Assessment of Behavioral Problems in Children With Hearing Loss." Otology & Neurotology 38, no. 10 (December 2017): 1456–62. http://dx.doi.org/10.1097/mao.0000000000001583.

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18

Horn, David L., David B. Pisoni, Mary Sanders, and Richard T. Miyamoto. "Behavioral Assessment of Prelingually Deaf Children Before Cochlear Implantation." Laryngoscope 115, no. 9 (September 2005): 1603–11. http://dx.doi.org/10.1097/01.mlg.0000171018.97692.c0.

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19

Moore, John Mick. "Hearing Assessment of Deaf-Blind Children Using Behavioral Conditioning." Seminars in Hearing 11, no. 04 (November 1990): 385–92. http://dx.doi.org/10.1055/s-0028-1085517.

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20

Lachenmeyer, Juliana Rasic. "Advances in Behavioral Assessment of Children and Families (Book)." Journal of Personality Assessment 59, no. 3 (December 1992): 649–51. http://dx.doi.org/10.1207/s15327752jpa5903_17.

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21

Olivia, Audrey, Susan Dandes, and Arlene Noriega-Garcia. "Advances in Behavioral Assessment of Children and Families (Book)." Journal of Clinical Child & Adolescent Psychology 19, no. 2 (June 1, 1990): 183–84. http://dx.doi.org/10.1207/s15374424jccp1902_16.

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22

Pehrson, Kyle L. "Parental Self-Assessment and Behavioral Problems of Preschool Children." Military Medicine 155, no. 4 (April 1, 1990): 148–52. http://dx.doi.org/10.1093/milmed/155.4.148.

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23

Gredler, Gilbert R. "Behavioral, social and emotional assessment of children and adolescents." Psychology in the Schools 41, no. 5 (2004): 585–87. http://dx.doi.org/10.1002/pits.10182.

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24

Merrell, Kenneth W. "Validity Issues in Direct Behavioral Observation: Applications for Behavioral Assessment in the Classroom." Canadian Journal of School Psychology 5, no. 1 (July 1989): 57–62. http://dx.doi.org/10.1177/082957358900500106.

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Although behavioral assessment has become a widely employed and accepted technology in the field of school psychology, relatively little attention has been given to the issue of validity. This article examines validity issues and concerns as they relate to a specific aspect of behavioral assessment, direct behavioral observation. Specific emphasis is placed on the valid use of this technology in classroom situations with children.
25

Sharma, N., F. Singh, MP Regmi, and R. Shrestha. "Behavioral Problems in School Children: Assessment of Stress in Schools." Journal of Psychiatrists' Association of Nepal 2, no. 1 (September 5, 2013): 20–25. http://dx.doi.org/10.3126/jpan.v2i1.8570.

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Introduction: Adolescence is the period in human development during which several dramatic changes at biological, social, psychological and cognitive levels take place. Hardly any research has been done in the area of adolescent’s mental health in Nepal, especially in the area of adolescent stress. In the study, an effort has been made to find the level of stress in the school students in Kathmandu. Method: Study sample was 250 students drawn from government and private schools of the valley. Self-report measures were used for the child. Student Stress Scale was used for the research. Results: This study showed that the male students of government school faced highest level of stress (413.99) in comparison to any other group of adolescents. In the same way the female students from government schools were facing lesser level of stress (307.98), than female students from Private schools (318.78). Children of the second birth order of the broken families were facing maximum level of stress (518.67). Children of the joint families were facing more stress (424.67) than children living in other types of family. Conclusion: Stress level was higher in both male and female children of mothers who were housewives and lower in the female children of working mothers. Stress level was below the cutoff range in female children of working mothers (258.09). DOI: http://dx.doi.org/10.3126/jpan.v2i1.8570 J Psychiatrists’ Association of Nepal Vol .2, No.1, 2013 20-25
26

Kile, Jack E. "Audiologic Assessment of Children With Down Syndrome." American Journal of Audiology 5, no. 1 (March 1996): 44–52. http://dx.doi.org/10.1044/1059-0889.0501.44.

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It has been suggested that many children with Down syndrome possess unique physical and behavioral characteristics that should be considered when doing audiologic assessments. Possible test modifications have been suggested to maximize attending behavior and to improve test reliability and validity. It has been reported that children with Down syndrome may not hear as well as other children, and determining the presence of hearing impairment can be problematic. Research needs have been highlighted. Because these children are at risk for middle ear disease and hearing impairment, audiologic assessment should occur early (infancy) and frequently (4–6 month intervals), with use of amplification when appropriate.
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Rimal, Hem Sagar, Archana Pokharel, Vijay Saha, Arun Giri, Basudha Ghimire, Shiva Raja, and Bijoy Verghease. "Burden of Developmental and Behavioral Problems among Children - A Descriptive Hospital Based Study." Journal of Nobel Medical College 3, no. 1 (March 13, 2014): 45–49. http://dx.doi.org/10.3126/jonmc.v3i1.10054.

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The child development is a dynamic process that utilizes the genetic potential of the baby to achieve full potential within the context of available environment. Throughout the world, there are growing concerns about developmental, behavioural, social and emotional wellbeing of children. The management of these issues is possible only with an organized approach through a multidisciplinary team Objective: To estimate the prevalence of developmental and behavioral disorders in children. Method: Data were collected from primary caregivers of children presented to a developmental and behavioral pediatrics clinic over a period of 12 months. Standard screening and assessment tools like Strength and Difficulty Questionnaire (SDQ), Spence anxiety scale and Vanderbilt rating scale for ADHD were used. Cases were referred to the Psychiatrist, psychologist, speech therapist and physiotherapist for assessment and management when needed. Results: A total of 85 children with developmental problems presented to our clinic which gives clinic prevalence of 8.5%. There were 51 (60%) of male and 34 (40%) of female. The majority of these children were from Morang district 39 (46%), Sunsari district 13 (15%) and Jhapa District 9 (10.6%). The most common diagnosis were speech and language delay (22.4%), behavioral problems 21.2%, Anxiety disorders 18.8% , cerebral palsy 14.1% and Global developmental delay of 11.8% and several others. The highest number of children i.e 27 (31.8%), were referred to the psychologist/Psychiatrist followed by speech therapist 25 (29.4%) and physiotherapist 21(24.7%). Behavioral modification strategies and CBT were provided to children. DOI: http://dx.doi.org/10.3126/jonmc.v3i1.10054 Journal of Nobel Medical College Vol.3(1) 2014; 45-49
28

Ivanova, Svetla. "ABOUT THE PAIN IN CHILDREN." Knowledge International Journal 32, no. 2 (July 26, 2019): 281–84. http://dx.doi.org/10.35120/kij3202281i.

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Pain is an unpleasant sensory and emotional experience associated with actual or potential tissue damage. Pain for pediatric patients is more difficult to evaluate and treat than in adults. Its assessment and management are key components of pediatric care which aim to reduce subjective sensation and to improve the satisfaction of medical specialists and parents. The assessment of pain depends on the cognitive development of the child , the clinical context and the type of pain. Pain management in children improves physiological, behavioral and hormonal results, leads to faster recovery, less complications, and reduced healthcare resources. Ineffective and untimely treatment of pain in children can cause long-lasting physical and psychological consequences. This article aims to determine the importance of adequate pain control in children. For children over the age of 6, pain assessment is based on self-assessment, whereas children under the age of 6 require behavioral scales for pain assessment. Behavioral assessment scales include child monitoring as well as basic characteristics of pain such as intensity, location, duration. The nurses are in a position to meet the child's first pain caused by fear and anxiety in the hospital, but parents who take care of the child are an important assistant in assessing, especially in children with special needs. Some children may find it difficult to do a distinction between pain, anxiety and stress. Effective pain assessment leads to more satisfied children and families. Prolonged inadequate treatment of pain in children may be due to the lack of knowledge and failure of nurses to appreciate and manage pain effectively. Medical specialist should be able to detect the symptoms and signs of pain in different age groups and determine whether these symptoms are caused by pain or other factors. The methods used for pain assessment have proven clinical efficacy, reliability and usability, making them an integral part of the treatment and management of pain. Three are the ways to measure it in children: self-report, behavioral evidence, and physiological-clinical observations. After processing the collected information, the data are entered into the required documentation which provides continuous ,safe and qualified care. Documentation of the children’s pain is a key factor in pain managing. Low level of nurses’ knowledge of assessing pain, inappropriate use of pain scales or lack of documentation could affect pain treatment. Assessment is performed if a child complains of pain, after surgery, if a procedure would cause discomfort or at least once a shift to check if children have any pain. The main subject of pain management strategy is pain prevention and modification of techniques used for diagnostic procedures for infant.
29

Ozturk, Elif Esra, and Leyla Ozgen. "The Effect of Maternal Attitude on the Evaluation of Behavioral Feeding." International Journal of Child Health and Nutrition 11, no. 4 (November 15, 2022): 202–9. http://dx.doi.org/10.6000/1929-4247.2022.11.04.3.

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Introduction: This study was planned to determine maternal attitudes' effect on behavioral pediatric feeding assessment in mothers with children aged 6-9 years. Methods: The sample consisted of 196 mothers with children aged 6-9 years. The Behavioral Pediatric Feeding Assessment Scale and the Hamel Maternal Attitude Scale were employed to assess behavioral pediatric feeding and maternal attitudes, respectively. Results: A significant correlation was found between the Behavioral Pediatric Feeding Assessment Scale total scores and the “authoritarian” subscale of the Hamel Maternal Attitude Scale. There were significant differences in the participants’ Behavioral Pediatric Feeding Assessment Scale scores in terms of children's ages and family types. Conclusion: As a result, it was determined that the mother's feeding behavior of her child is affected by both the factors related to her child, the environment in which she lives, and her own attitude.
30

McFarlin, K. E., M. J. P. Kruesi, and D. D. Metcalfe. "A Preliminary Assessment of Behavioral Problems in Children with Mastocytosis." International Journal of Psychiatry in Medicine 21, no. 3 (September 1991): 281–89. http://dx.doi.org/10.2190/jdpx-ndc7-ejnd-c2g2.

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31

Wingenfeld, Sabine A. "Assessment of Behavioral and Emotional Difficulties in Children and Adolescents." Peabody Journal of Education 77, no. 2 (April 2002): 85–105. http://dx.doi.org/10.1207/s15327930pje7702_7.

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32

., Sudhapriya, Mahadevi R, and Jayanarmatha K. "Assessment of the Behavioural Effects of Cartoon Viewing among Parents of Under-Five Children." International Journal of Research and Review 9, no. 1 (January 11, 2022): 175–81. http://dx.doi.org/10.52403/ijrr.20220123.

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Background of the Study: Cartoons are the most popular entertainment for the Children. Mostly children begin watching cartoons on television at the early age of six months, and by the age of two or three children become enthusiastic viewers. Objectives: The main objective of the study is to assess the behavioral effects of cartoon viewing among the parents of under-five children. Methodology: Descriptive study design was used to conduct the study in selected tertiary care hospital. As per the inclusion criteria 50 samples were selected by using non probability purposive sampling technique. Self structured questionnaire was used to collect data and the behavioral effects of cartoon viewing among the parents of under-five children. Results: The study findings revealed that, among 50 samples 32% of the Children had mild effects on behaviour, 66% had moderate effects on behaviour and 2% of the Children had sever effects on behaviour. The mean and standard deviation score of the study was 54.72+0.8571. There was a significant association between the behavioral effects of cartoon viewing and the age of the Children (χ2 = 7.6364 , P<0.05). Conclusion: The study concluded that, 32% of the children had mild effects on behaviour, 66% had moderate effects on behavior and 2% of the children had sever effects on behaviour. Keywords: Cartoons, behavioral effects, under five children, parents.
33

Weinstock, Rachel, Nicole Caporino, Susanna Crowell McQuarrie, Emily Ronkin, Laura A. Wright, Natasha N. Ludwig, and Erin B. Tone. "Behavioral Assessment and Treatment of Selective Mutism in Identical Twins." Clinical Case Studies 19, no. 6 (August 18, 2020): 418–37. http://dx.doi.org/10.1177/1534650120950526.

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Selective mutism (SM) is a childhood disorder characterized by persistent failure to speak in situations where speech is expected. There is evidence that behavioral interventions are effective for increasing speech in children with SM but studies have been limited by small, relatively homogeneous samples. Although twins appear to be disproportionately represented among children with SM, little is known about their specific treatment needs and barriers to effective treatment implementation in this population. This case study presents family-based behavioral therapy delivered to a set of 8-year-old, identical twins with SM. At posttreatment, both children displayed marked improvements in speaking and social engagement. Clinical considerations for working with twins with SM are discussed.
34

Shah, P., and M. C. Almeida. "Diagnosis, Classification and Treament of Psychopathology in Infants and Toddlers: Incorporating an Infant Mental Health Approach." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70287-1.

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Aims:This workshop will present a theoretical framework to conceptualize early childhood behavior problems in the context of the early parent-child relationship, and will demonstrate how this relational framework can be used to diagnose, classify, and treat child behavior concerns in children under the age of five.Background:There is increasing evidence to suggest that a significant number of very young children manifest signs of early psychopathology, and that behavioral problems that emerge early are likely to persist, and warrant further assessment and intervention. One of the challenges to identifying early psychopathology in young children is how to diagnose and classify early behavioral disturbances using a developmental and relational framework.Methods:This presentation will describe an “infant mental health approach” to diagnose and intervene with young children with behavioral concerns. This comprehensive model of behavioral assessment incorporates an assessment of the parent's perceptions of the child, observations of dyadic interactions, and utilizes a developmental context to diagnose, classify and treat early behavioral concerns in children under the age of five. Using the DC 0-3R, this model will highlight how an understanding of child behavior in the context of the parent-child relationship can be a helpful framework to diagnose and treat early behavioral disturbances in children under the age of 5. Participants will learn how to identify vulnerabilities in the parent-child relationship, how to diagnose and conceptualize early psychopathology in young children, and how to formulate interventions to support dyads at risk.
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Deryugina, Ludmila A., and T. V. Otpuschennikova. "Clinical assessment of urination in young children." Russian Journal of Pediatric Surgery 24, no. 3 (July 30, 2020): 167–73. http://dx.doi.org/10.18821/1560-9510-2020-24-3-167-173.

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The aim of the study was to study the formation of urination in young children, taking into account perinatal factors. Material and methods. the pattern of urination was studied in 42 patients at the stages of antenatal observation, after birth during the first year of life and at the age of three. Clinical evaluation of urination was performed in young children using a developed qualimetric table that takes into account the volume of the bladder and frequency of urination, the nature of urination, the presence of urge to urinate and behavioral reactions. At the age of three, a qualimetric table was used to evaluate E. L. Vishnevsky’s urination (2001). The observation group consisted of 42 patients whose urination pattern was studied at the stages of antenatal observation, during the first year of life and at the age of three. The features of the course of the antenatal and postnatal period of children’s development were taken into account: pregnancy complications, fetal pathological conditions, features of the morpho-functional state of infants, and neurological comorbidities. Results. According to the results of clinical evaluation of urination in children at 3 years of age, 3 groups of children were identified: with “Mature”,”delayed formation of “Mature” type of urination”, as well as “dysfunctional type of urination”. Conclusions. the manifestations of “maturity of urination” in infants at the age of 1 year are the compliance of hydrodynamic indicators with age standards, the formation of continuous urination, signs of controlling behavior: behavioral reaction to the urge, the absence of” missing urine “during the day, during daytime and nighttime sleep, “urination on request”. The “delay in the formation of mature urination type”, the formation of “dysfunctional urination type “ revealed the determining influence of the pathological course of the antenatal period of child development, the implementation of signs of pathological fetal urination, the presence of neurological symptoms and signs of morpho-functional immaturity of the postnatal period. “Dysfunctional urination” was manifested by: a decrease in the capacity of the bladder and the discrepancy between the hydrodynamic characteristics of the age parameters; monotony of the volume characteristics of the bladder during the day; imperative contractions of the bladder, that is, the presence of “wet gaps” between urination; urination during sleep; as well as a delay or lack of urge to urinate, behavioral responses and neatness skills.
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Lambert, Michael Canute, George T. Rowan, Scott A. Rowan, and David L. Mount. "Behavioral and Emotional Problem Scales of the Behavioral Assessment for Children of African Heritage (BACAH)." Journal of Black Psychology 40, no. 5 (August 7, 2013): 451–82. http://dx.doi.org/10.1177/0095798413497512.

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37

Sebastião, Aline Sanches Politi, Ana Paula Casagrande Silva Rodrigues, Fernanda Aguiar Pizeta, and Sonia Regina Loureiro. "Intact Nuclear Families: Associations between Parental Styles and School Children’s Behavior." Psico-USF 25, no. 1 (March 2020): 115–26. http://dx.doi.org/10.1590/1413-82712020250110.

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Abstract Regardless of family configurations, few studies address the concomitant assessment of mothers and fathers regarding their children’s behaviors and parenting practices. The objective was to compare and correlate the assessment of biological mothers and fathers of intact nuclear families on their parental practices and behavioral problems of their school-aged children. Fourth-two intact nuclear families answered to the following instruments: General Questionnaire, Parenting Style Inventory, Strengths and Difficulties Questionnaire and Raven Progressive Matrices Test - Special Scale. The quantitative analysis showed that mothers and fathers presented similar assessments regarding the behavior of their children, though mothers reported more positive practices than fathers. Negative parenting styles were positively correlated with child behavioral problems. These findings contribute to the planning of preventive strategies and interventions directed to families.
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Torelli, Jessica N., Blair P. Lloyd, and Marney S. Pollack. "A Systematic Review of Direct Assessments to Evaluate Psychotropic Medication Effects for Children With Disabilities." American Journal on Intellectual and Developmental Disabilities 127, no. 2 (February 18, 2022): 103–24. http://dx.doi.org/10.1352/1944-7558-127.2.103.

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Abstract To evaluate effects of psychotropic medication for children with disabilities, direct assessments may offer a valuable supplement to caregiver reports. Relative to indirect assessment, direct measures of behavior can increase objectivity and sensitivity, and some have potential to isolate distinct behavioral and learning processes. We conducted a systematic, narrative literature review to identify and describe the types and qualities of direct assessment methods that have been used to evaluate effects of non-stimulant psychotropic medication for children with disabilities. We identified 50 studies and 78 direct assessments, which we organized and described using seven assessment categories. Only one study met all three direct assessment quality indicators. We use our descriptive results to highlight research trends and gaps that warrant further study.
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Hamilton, Seward E. "Identifying African American Gifted Children Using a Behavioral Assessment Technique: The Gifted Children Locator." Journal of Black Psychology 19, no. 1 (February 1993): 63–76. http://dx.doi.org/10.1177/00957984930191005.

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40

Mazefsky, Carla A. "Managing Problem Emotions and Behaviors in Children With ASD: An Assessment-Driven Three-Step Approach." Perspectives on Language Learning and Education 19, no. 2 (March 2012): 38–47. http://dx.doi.org/10.1044/lle19.2.38.

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Emotional and behavioral problems in children with autism spectrum disorders (ASD) interfere with daily functioning and their ability to learn new skills. Thus, promoting emotional and behavioral stability is often a necessary component of intervention with children with ASD. This article reviews an approach to managing emotional and behavioral problems in ASD that begins with a thorough assessment to identify the function of the behavior or source of distress. I review common contributors to problem emotions and behaviors in ASD, highlight the importance of matching the intervention to the results of the assessment, and describe a stepwise approach to intervention.
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Kaniušonytė, Goda, and Brett Laursen. "Parenting styles revisited: A longitudinal person-oriented assessment of perceived parent behavior." Journal of Social and Personal Relationships 38, no. 1 (September 23, 2020): 210–31. http://dx.doi.org/10.1177/0265407520960818.

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The pernicious consequences of parent psychological control are well-established. Parenting style classification schemes, however, typically exclude this behavioral practice, focusing instead on demandingness and responsiveness. The present study applies a person-oriented approach to the classification of parenting styles, taking into account psychological control. Lithuanian adolescents (239 girls, 215 boys; M age = 15.14 at the outset) completed questionnaires at annual intervals across high school, describing parent behavioral control, support, and psychological control. Longitudinal multidimensional latent class growth analysis (LCGA) yielded four parenting style categories. Two conventional groups emerged: authoritative (highest behavioral control and support, lowest psychological control) and indulgent (high support, low behavioral control, lowest psychological control). Two additional groups emerged in lieu of an authoritarian category: enmeshed (high behavioral control and psychological control, intermediate support) and affectively controlling (highest psychological control, lowest behavioral control and support). Children of authoritative parents reported favorable adjustment on a host of indicators, including behavior problems, school engagement, character, self-esteem and interpersonal caring and connection; children of affectively controlling parents reported the poorest adjustment on all variables measured.
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Yang, Yang. "The Effects of Behavioral Skills Training on Staff Implementation of Multiple Stimulus without Replacement Preference Assessment." Journal of Higher Education Research 3, no. 1 (February 17, 2022): 47. http://dx.doi.org/10.32629/jher.v3i1.637.

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In this study, three special education teachers were trained to evaluate preferences without alternative multiple stimulus in 10 children with special needs using a multiple baseline across subjects experimental design and behavioral skills training program. The results showed that the behavioral skill training significantly improved the accuracy of the three special education teachers' preference assessment procedures, and the skill was generalized in the preference assessment of other special children.
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Gander, Sarah, and Sarah Campbell. "Examining access to Psychoeducational Assessments by Socioeconomic factors for children with behavioral referrals." Paediatrics & Child Health 23, suppl_1 (May 18, 2018): e57-e57. http://dx.doi.org/10.1093/pch/pxy054.143.

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Abstract BACKGROUND The psycho-educational assessment (PEA) is often recommended in behavioural presentations in children. The PEA assesses cognitive ability and detects any learning disabilities which may be the direct cause, or comorbidity, of a behavioral problem. This essential tool directs the child and family to appropriate treatment or intervention, and is critical for the school to design effective programming for the child. However, access to this assessment is quite variable. Some students may receive the PEA from a school psychologist if it has been established that other interventions have proven ineffective, but may experience long wait times. This study looked at a group of behavioural referrals at a local paediatric clinic to determine how many children had received a PEA, and if access seemed to be affected by their socioeconomic status (SES). OBJECTIVES • To identify how many of these behavioural referrals have also received PEAs. • To understand the SES distribution among the children receiving behavioural referrals. • To determine if children with higher SES status are more likely to have received PEAs. DESIGN/METHODS All behavioural referrals at this clinic are subject to an intake interview with a clinic nurse, who gathers a detailed medical, social and family history. This includes a list of previously accessed services and resources, including the PEA. Socioeconomic status was defined by the Quintile-Annual-Income-Per-Person-Equivalent (QAIPPE) associated with the dissemination area (DA) of the family residence. Patients were divided into these quintiles to determine the number of referrals from each quintile, and the percentage of children from each quintile that had received a PEA. RESULTS More than half of the referrals (51.2%; n=342) come from families living in DAs of the two lowest income quintiles. Of those children living in neighbourhoods in the two highest income quintiles, 27% had received the PEA prior to referral, as compared to 12.6% of those children living in the three lower income quintile neighbourhoods. CONCLUSION This demonstrates that children from low income neighbourhoods are receiving more behavioural referrals but are less likely to have received a PEA. This is a barrier to delivering timely and effective service as many children will wait over a year for their paediatric appointment only to find that they may have been better serviced elsewhere. Improving access to the PEA would improve the treatment of this population and help eliminate duplication and unnecessary service provision.
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Varela, Maria, Magda Liakopoulou, George A. Alexiou, Dimitra Pitsouni, and Giorgos A. Alevizopoulos. "Presurgical neuropsychological and behavioral evaluation of children with posterior fossa tumors." Journal of Neurosurgery: Pediatrics 8, no. 6 (December 2011): 548–53. http://dx.doi.org/10.3171/2011.8.peds11223.

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Object Brain tumors are associated with behavioral and neuropsychological effects. Most available data are focused on the posttreatment neurological and cognitive deficits of these patients. The aim of the present study was to investigate the pretreatment neuropsychological and behavioral impairment in children with posterior fossa tumors. Methods The authors studied 24 children with posterior fossa tumors who were between 4 and 15 years of age, and who were surgically treated at the authors' institute. During the period prior to the tumor excision, neuropsychological and behavioral assessments were performed. A control group of age-matched children was also studied. The children's executive functions were assessed using the short form of the Wechsler Intelligence Scale for Children (WISC). For the assessment of visuospatial functions, spatial memory, and visuomotor integration skills, the Bender-Gestalt Test (BGT) was used. For assessment of the visual perception and visual memory, the authors used the Benton Visual Retention Test (BVRT). Furthermore, parents or caregivers completed the Child Behavior Checklist (CBCL). Results The WISC revealed no significant difference between patients and the control group. The CBCL revealed significant somatic concerns compared with the measure's norms. Furthermore, the patients differed in aggressiveness, somatic concerns, anxiety symptoms, internalizing of problems, and total problems. In the BGT and the BVRT results, no significant difference was observed between patients and the control group. Furthermore, no significant correlation was found between neuropsychological scores and sex, age at diagnosis, histological diagnosis, presence of hydrocephalus, degree of hydrocephalus, tumor size, and tumor location. Conclusions Children with posterior fossa tumors suffer more frequently from somatic concerns, aggressiveness, anxiety, and internalizing disorders compared with controls. No difference was found with respect to intelligence scores.
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Avis, Kristin T., and Ron P. Edwards. "Book Review: Behavioral, social, and emotional assessment of children and adolescents." Journal of Psychoeducational Assessment 19, no. 3 (September 2001): 276–78. http://dx.doi.org/10.1177/073428290101900308.

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46

Maunuksela, Eeva-Liisa, Klaus T. Olkkola, and Reijo Korpela. "Measurement of pain in children with self-reporting and behavioral assessment." Clinical Pharmacology and Therapeutics 42, no. 2 (August 1987): 137–41. http://dx.doi.org/10.1038/clpt.1987.123.

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Jiménez, Fernando, Rosalia Jódar, Maria del Pilar Martín, Gracia Sánchez, and Guido Sciavicco. "Unsupervised feature selection for interpretable classification in behavioral assessment of children." Expert Systems 34, no. 4 (September 30, 2016): e12173. http://dx.doi.org/10.1111/exsy.12173.

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48

Lewis, Neil. "Behavioral Assessment Technique for the Selection of Hearing Aids in Children." Seminars in Hearing 6, no. 03 (August 1985): 239–48. http://dx.doi.org/10.1055/s-0028-1092005.

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Strauss, Cyd C. "Behavioral Assessment and Treatment of Overanxious Disorder in Children and Adolescents." Behavior Modification 12, no. 2 (April 1988): 234–51. http://dx.doi.org/10.1177/01454455880122004.

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Lesniak-Karpiak, K. "Behavioral assessment of social skills in children with Turner syndrome or." Archives of Clinical Neuropsychology 14, no. 8 (November 1999): 767. http://dx.doi.org/10.1016/s0887-6177(99)80284-4.

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